Writing on the Road to PARCC, Grades 3-5

Susan B. Dold, Ed. Ddoldsb@scsk12.org

The CCSS Requires Three Shifts in ELA/Literacy

1. Building knowledge through content-rich nonfiction

2. Reading, writing and speaking grounded in evidence from text, both literary and informational

3. Regular practice with complex text and its academic language

2

Transitioning to Common Core requires specific instructional shifts with action:

Why Teach Writing K-5?

• Writing helps with reading.• Writing is 30% of a student’s ELA grade in

grades 1-5.• The upcoming PARCC Assessments will be

heavy on writing.

Shift 2

Shifts 1, 2 & 3

TCAP Writing Assessment 2014

Grades 3, 4 & 5• Students will read two complex informational texts.

Texts will cover social studies or science topics in order to demonstrate the range of informational reading possible in a Common Core curriculum.

• Students will write two essays: – One prose constructed response (PCR) essay about the first

text. The essay will be an analytical summary (informational/explanatory).

– One PCR analytical essay about both texts. The essay will be informational/explanatory or opinion/argument.

• Development• Focus and organization• Language• Conventions

TNDOE Scoring CriteriaInformational/Explanatory & Opinion

Knowledge and Skills Required

• Knowledge of the required writing mode (narrative, informational/explanatory, opinion) CCSS W 1, 2 & 3

• Ability to organize thoughts CCSS W 1, 2, 3 4• Ability to identify key ideas and details

CCSS RL 1 & RI 1• Ability to cite evidence from the text

CCSS RL & RI 8 & 9, CCSS W 7, 8 & 9

Writing PARCC-Style

• Routine writing• Analyses

(informational/explanatory and opinion)

• Narratives• Research

Routine Writing

• Notes– Two column notes– Graphic organizers– Annotations

• Summaries• Journals/learning logs• Others?

ALL content areas

Analyses

• Multiple modes– Explanatory/informational– Opinion (states and supports a claim)

• Evidence from the text(s) (Think all content areas)

Narratives

• Original stories• Modifications to stories (e.g., new endings,

write from another point of view)• Descriptions of processes (Think Science)

When?

• Experts recommend that students in grades 1-5 receive one hour of writing instruction per day.– 30 minutes teaching them how– 30 minutes practicing and applying

• This does not all need to take place during ELA time

• In kindergarten, the experts also recommend at least 30 minutes per day

How? Recommendations from the Experts

• Provide ample time• Involve students in the writing process• Build fluency through handwriting, spelling,

sentence structure and keyboarding• Create a community of writers

Scaffolding Struggling Readers with Explicit Instruction

• I do (teach, model, provide lots of assistance)• We do – Whole class shares in the work– Students work in small groups or pairs)

• You do (independently)

Gradually release the responsibility to the students.

Active Reading

• Read “with a pen”• Annotate– Key ideas– Supporting details– Areas of confusion– Key vocabulary

• Highlight Teach it first, using explicit

instruction!

Citing Evidence—Step 1QuestionPage/paragraph

Response

What are extrasolar planets?P. 26, paragraph 2

What causes stars to wobble?P. 26, paragraph 4

What is a “transiting” planet?P. 27, paragraph 1

Why is water important to scientists who are looking to find planets like earth?P. 27, paragraph 5

Citing Evidence—Step 2QuestionPage number

AnswerParagraph

What is the “wobble method?”P. 26

What factors must be present for there to be a “Goldilocks Zone?”P. 27

Why does Dr. Charbonneau hope to find oxygen and other gases on extrasolar planets?P. 27

Citing Evidence—Step 3Question Answer

Page number/paragraph

What does the name “Goldilocks Zone” mean?

How have computers changed Dr. Charbonneau’s work?

Of the three earth-like planets the Keplar team has found, which one(s) is/are most likely to be able to support life, and why do you think so?

Citing Evidence—Step 4Supporting Information

Planets like earth Smaller, rockyConditions for lifeNot too hot, not too coldWaterOxygen

Wobbling

The transit method

Telescopes

?

From Boy’s Quest, August 2, 2012, pulled from Gale Kid Info Bits

Moving from Annotating to Writing

• Determine the purpose and mode (an explanatory/informational essay, an opinion essay, a speech)

• Use a graphic organizer to indicate key details related to the purpose– Facts and evidence for explanatory/informational– Reasons for opinion

• Develop the paper or speech with an introduction, body, and conclusion (Focus & Organization)– Cite details from the text to support key points

(Development)– Refer back to the graphic organizer and the annotated text

to help

Writing a Short Summary

• Read, mark, and/or annotate the text D– Topic sentence– Key points– Concluding sentence

• Frame your topic sentence: In this text, the author reports/states/claims that _________. F & O

• Summarize two or three key points from the text in one sentence each. D, F & O

• Restate the main idea in one sentence. F & O

Writing an Analytic Summary• Read, mark, and/or annotate the text D

– Topic sentence– Key points– Concluding sentence

• Write your introductory paragraph. O– Frame your topic sentence: In this text, the author reports/states/claims that

_________. – Summarize two or three key points from the text in one sentence each.

• Write your body paragraph(s). D & O– Explain in a few sentences how each detail you selected supports the main idea.

• Write your concluding paragraph. O– Restate the main idea in one sentence. – Briefly review each of the details.– Write your concluding sentence.

A Colleague’s Scoring SheetName _________________________ Summary Paragraph Rubric/Grade Sheet ___(20) Topic sentence -main idea of text-Introduces the text, using title and

author’s name ___(30) At least 3 detail sentences-the main events/details ___(10) At least 2 expository transitions-(use your handout)

___(20) Closing/conclusion sentence-Sums up your thoughts___(10) Correct punctuation / Capital letters ___(10) Present Tense Total _______ Grade _____

Thanks to Lee Ann Burger, Cordova Elementary

Writing Analytical Essays• Read the text(s) actively. D

– Underline, annotate, highlight.• Read the prompt carefully. D

– Take note of key words (explain, opinion, cite, delineate).• Formulate your main idea (the author’s key point, your opinion).

F & O • Select a few key details (examples, reasons) that support your

main idea. D• Organize your paper (introduction, body, conclusion). F & O• Use reasons and examples from the text(s) for the body. D• Conclude by restating your main point and reviewing the details

that support your point. F & O

Curriculum Map, 3-5

Grade 2Based on an article they read

Grade 4

Basal Story

Grade 4Third grade TCAP passage from TNCore

Grade 5 work in progress

Grade 5 work in progress

Grade 5 work in progress

Grade 5

Grade 4

Building Sentence Fluency (Language)

• Sentence framing• Sentence expanding• Sentence combining

Sentence Framing

Sentence Expanding

Sentence Combining

But, But, But…

What about grammar, usage, and mechanics?

(Conventions)

In Context

Teach conventions in the context of authentic reading,

writing, and editing!

Minilessons—yes; Maxilessons—no

But what about the typing??

Why it’s worth accessing:

• Additional student and teacher practice with online assessment before PARCC

• Students get practice with tasks modeled on the Writing Assessment before February 2014

• Teachers can enter and save scores for student work

MIST Literacy Portal: Background

What it contains:• Will house optional practice writing tasks by grade

band in ELA, science, social studies, and CTE– tasks have been developed to prepare students for the

Writing Assessment and increase literacy skills across other subjects

• Students will be able to read texts and text-based tasks and type their responses online.

• Students will have access to some PARCC-like tools such as the ability to highlight and enlarge text.

MIST Literacy Portal: Background

MIST Literacy Portal: User interface

MIST Literacy Portal: AvailabilityMonth Tasks available in Literacy

PortalContent Grades/Grade

Bands

Mid-November 2013 – Mid-January 2014

Phase I tasks available on Literacy Portal on MIST

ELA 3, 4-5, 6-8, 9-10, 11

Science, Social Studies 6-8, 9-12

CTE 9-12

February 2014 Phase II - Official Writing Assessment Only

ELA

3, 4-5, 6-8, 9-10, 11

March – May 2014 Phase III Tasks available on Literacy Portal on MIST, as well as

all Phase I tasks

ELA 3, 4-5, 6-8, 9-10, 11

Science, Social Studies 6-8, 9-12

CTE 9-12

Navigating practice prompts

Navigating practice prompts

Navigating practice prompts

User name:tneducation

Password:fastestimproving

Navigating practice prompts

Useful FREE Websites

• http://www.tncore.org/english_language_arts/curricular_resources.aspx

• http://www.newsela.com/ (articles that can be read at a variety of Lexile levels)

• http://www.readworks.org/ (reading passages and units at all grade levels; some have questions and lesson plans)

• http://textproject.org/ (downloadable books, lesson plans, suggestions for teaching complex vocabulary)

• http://tntel.tnsos.org/curricular.htm (check out the articles in Kids Info Bits)

• http://www.parcconline.org/samples/item-task-prototypes

Strategies for Success

• Follow the curriculum maps.• Teach students how to analyze and critique by:– Annotating text– Asking text-dependent questions

• Teach students how to summarize.• Teach students how to compare and contrast.• Use the TNDOE writing prompts and create

ones of your own that are like them.

Thanks to your colleagues

• Shannon McOlgan, Germanshire• Angie Taylor, Ellendale• Tanya Dennis, Delano• Lee Ann Burger, Cordova

For the writing samples they shared