"The road from a novice to a competent writer is paved by competent writer is paved by changes in...

"The road from a novice to a"The road from a novice to a

competent writer is paved bycompetent writer is paved by

changes in student's writing changes in student's writing

knowledge, motivation for knowledge, motivation for writing, strategic writing writing, strategic writing behaviors andbehaviors and

basic writing skills." basic writing skills."

(Steven Graham, 2007)(Steven Graham, 2007)

Albany Students

Not Passing

State Test

Writing Alert

Albany Democrat HeraldTuesday August 30, 2011 Price $1.25Est. 1869

67% or more of 4th grade students

in the United States are

“below proficient”. (NAEP 2009)

Unfortunately

66% or more of all 4th grade students in Oregon

are “below proficient”.

Unfortunately

66% or more of 4th grade students in GAPS

are “below proficient”.

WHY?

Unfortunately

Today’s Agenda• Introduction Common Core State

Standards• Presentation by the writing team of the

Pacing Guide and its components• Whole Group Q & A (Write down as we present)

• Gather into grade level teams• Whole Group concluding remarks

Oregon standards tend to be mechanical and subjective.

Often there are missing pieces.

Sometimes there are just enough pieces on which to build a career.

But often the missing pieces are so critical that building a career is

impossible!

College Outcry

NO MORE

REMEDIATION!

Common Core State Standards (CCSS)Common Core State Standards (CCSS)Adopted on October 29, 2010.

48 other states have also adopted these same standards

National Governors Association Center for Best Practices (NGA Center) and the Council of

Chief State School Officers (CCSSO)

CCSS -- 4 frames and 10 standards per grade.I. Text Type and Purposes

Standard 1: Opinion WritingStandard 2: Informative/Explanatory WritingStandard 3: Narrative Writing

II. Production and Distribution of Writing

Standard 4: (Begins at 3rd Grade) Produce writing in which development and organization are appropriate to task, purpose, and audience. Standard 5: Develop and Strengthen writing by planning, revising, editing, rewriting.(Writing Process)Standard 6: Use technology to produce and publish writing.

III. Research to Build and Present Knowledge

Standard 7: Conduct short research projects that build knowledge about a topic.Standard 8: Recall information from experiences or gather information from print or digital sources;

take brief notes on sources; sort evidence into categories.Standard 9: (Begins at 4th Grade) Draw evidence from literary or informational texts to support analysis,

reflection, and research.

IV. Range of Writing

Standard 10: (Begins at 3rd Grade) Write routinely over extended time frames (time for research, reflection and revision) and shorter time frames (s single sitting) for a range of tasks, purposes, and audiences.

Oregon standards verses Common Core standards

OregonStandards

Common Core State Standards

Self focused Global view

Subjective, nonjudgmental, and fragmentary thinking

“Memories, Personal Response, Describe Experience”

Objective, critical, and holistic thinking

“Examine, Investigate, Analyze, Reflect,

Organize”

Non-scientific (relativisms—you say the world is flat. I say it is round.

Let’s agree to disagree)

Scientific (culturally accountable—you say the

world is flat and I say, “PROVE IT”. )

Producer first, then a Consumer“Select, Write, Use, Create”

Consumer first then a Producer

“Develop, Link, Recall, Define”

"Conventions" and "handwriting" included

"Conventions" and "handwriting" not included

19-34 Standards depending on the elementary grade level

7-10 Standards depending on the elementary grade

level

Digital tools not emphasized Values digital tools

No collaborative workwith other states

Units created for common use everywhere

The Oregon Standards are like a picture-puzzle without a frame . . .

Production and Distribution of Writing

Research to Build and Present Knowledge

Text Type and Purpose

The Common Core Standards are like a

picture-frame without a picture.

The two systems compliment each other like a picture in a frame . . .

Production and Distribution of Writing

Research to Build and Present Knowledge

. . . with a new perspective.

Those resources that help reach the essential learning skills

Vertical Alignment—

A collaborative approach to educating the whole child.

Best Practices—To ensure that evidence based instruction is “caught” by students

Standards—The essential learning skills that guide instruction

The end product, when all of these pieces are in

place, will be a student that is ready for the rigors of

college and beyond.

http://www.pictureframes.com/scripts/WebObjects/PictureFrames.woa/wo/13.0.9.5.1.3.3.0.8.11.1.1.1

The BIG Writing Changes for 2011-2012

• The state has postponed the writing test.

• All K-5 students will write to a school-wide prompt five times.

• Teachers will be trained how to score student writing papers and will score trimester papers in PLC teams.

• Classroom teachers 1st-5th will move towards teaching 1 hour of writing a day.

A good Pacing Guide . . .

1. is the result of teacher collaboration.

2. provides curriculum guidance rather than prescriptive pacing.

3. provides links to rich material that teachers can include to fit their own teaching and learning styles.

Pacing Guide Nuts and Bolts Experts Agree . . .

4. is flexible and pliable; ever changing as students' needs change.

5. maps out topics that are on the state test.

Grade Level (Emily)

Scoring Rubrics/Record Sheets (Cheryl, Emily, Vallerri)

Writing Resource Packet

Standards

Academic Vocabulary

Teacher Notes

S Drive and District S Drive and District PortalPortal

K-2/3-5 Rubrics K-2/3-5 Rubrics (Cheryl)(Cheryl)

Student Writing Performance Summary Student Writing Performance Summary (Emily)(Emily)

Class Record Sheet Class Record Sheet (Vallerri)(Vallerri)

• Common Editing Symbols-Vallerri

• Common Core State Standards--Martha

• Yearly Planning Template and Example—Emily

• Q & A—Emily

• Web Resources—Jody

• Three Year Plan—Martha

• Writing Big Picture-Susan

• Student Portfolio-Jody

• Graphic Organizers-Susan

• T-Chart-Cheryl (Martha ppt)

• Definition of Modes andTraits-Vallerri

• Writing Process Guide—Vallerri




• Q & A—Emily






• T-Chart- Cheryl/Martha (ppt)






• Q & A—Emily







• Definition of Modes and Traits-Vallerri





• Q & A—Emily









• Common Editing Symbols- Vallerri



• Q & A—Emily










• Common Core State Standards-Martha


• Q & A—Emily












• Q & A—Emily









Three Year Writing Plan2011-2014

Year What is it we want students to learn?

• Be kind to ourselves. We need to give ourselves permission to not be perfect!

• Get familiar with the pacing guide and the new standards. • Check out some of the websites listed on the Web Resource sheet. • Try to spend 60 minutes a day teaching writing (handwriting not

included).• Begin the "best practices" journey. Become familiar with such

research as "90/90/90 and Beyond" by Doug Reeves, and "Writing Next" by Steven Graham.

• Students will write to FIVE prompts of varying modes: Staff will be trained by writing team members to score writing papers.

• The writing team will collect teacher feedback, and be an integral part of writing support to staff at the building level.

• *Early Adopters: Develop a year-long plan that incorporates the modes and traits, as well as writing across the curriculum. Share with the writing team

Year How will we know

that they have learned it?

•Give permission to not be perfect, but stretch ourselves. •Spend 60 minutes a day teaching writing. Learn to write across the curriculum. •Engage in discussions on instructional practices. What lessons have

you found to be especially effective? What resources do you turn to the most?

•Looking for teachers to model writing lessons that might be video taped and placed on "S" Drive.

•Results of the five prompts will be recorded, and data from all assessments will be viewed at the District level. The writing team will look for

patterns in the data, in order to guide them in follow-up support for teachers. As we see common points of weakness, we can get staff the training needed to improve instruction.•Building PLC teams will begin unwrapping the new standards. •Writing team will review and revise pacing guide/"S" Drive/team created documents based on feedback.

Year

What kind of interventions/enrichments will we offer students?

•Begin to use prompts in other subject areas.

•Learn how to integrate writing across the curriculum (Learning Log Example).

•Analyze data from previous year's scores. Make a plan based on the analysis.

•Implement strategic interventions and enrichment.

•Ensure 60 minutes per day is spent on writing.

Group DiscussionGroup Discussion• Discuss how you will embed this into

your current classroom. Is there a way to reframe what you are already doing to support writing instruction?

• What are some of the hurdles you face

for your particular grade level?

• Is there anything you need from the team that will make your writing year easier?

• Other? (On going feedback please)

Albany Students

90% Pass

State Test

Writing Alert

Albany Democrat HeraldWednesday, May 25, Price $1.25Est. 1869 2015

Albany Teachers Win Congressional

Honors For Outstanding

Leadership in Writing

Instruction

Albany Teachers Win An All Expense

Paid Trip To The Aloha State For

Their Commitment to Students. Way

To Go Albany Educators!

Exit Ticket1. What did you find most useful about

today’s writing presentation?

2. What would you still like to know more about?

3. How do you think we could improve the presentation?

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